Issue link: https://publications.tfs.ca/i/609675
Chief Elder sings an Aboriginal song. by GARVEY K. West Campus We began our unit by reading My Name is Seepeetza by Shirley Sterling. This non-fiction book was about a girl who attended a residential school, and how this altered her life and religion. Residential schools were designed to assimilate Aboriginal Canadians into the dominant belief systems of the 1800s and 1900s. Our class took a field trip to the Mohawk Institute, a past residential school in Brantford. Inside, we had a tour and learned that kids in residential schools were treated cruelly and suffered. At the end of the unit, my classmates and I did a workshop teaching TFS kids from Grade 4 and above about residential schools. We then gave them wooden tiles to draw an image on, representing the impact knowing about residential schools had on them. Some drew birds being freed from a cage and others had peace signs. We gathered all the tiles and made a large memorial to commemorate the kids who went through residential schools. It was very interesting to learn more about Canadian history and to see what life was like before us. The residential schools unit was very shocking because we learned that about 150,000 First Nations kids from age 4 to 16 had to attend these schools. It made me feel fortunate that I am growing up in a Canada that does not try to assimilate anymore. As a Canadian, I am proud that each of us is able to have our own belief system and culture. I was very thankful for the opportunity to study residential schools. It is important for us to learn about our mistakes as a country and to become better people. The unit had a significant impact on me because assimilation was happening to kids my age. As upsetting as it was, it made me more aware of how important it is to be open-minded and respectful, and encourage different beliefs and cultures. 23 TFS ENTRE NOUS 2015